Renate Thienel, Marc Bryant, Gavin Hazel, Jaelea Skehan and Ross Tynan
Media reporting and portrayals of mental illness and suicide can play an important role in shaping and reinforcing community attitudes and perceptions. Depending on the content, a…
Abstract
Purpose
Media reporting and portrayals of mental illness and suicide can play an important role in shaping and reinforcing community attitudes and perceptions. Depending on the content, a report about suicide can have either a negative (Werther-) or a positive (Papageno-) effect. Evidence-informed recommendations for the reporting of suicide in Australia are provided under the Mindframe initiative. The purpose of this paper is to assess the application of these recommendations in broadcasts associated with one of the largest national campaigns to promote suicide prevention, the R U OK? Day, a yearly campaign of the Australian suicide prevention charity R U OK?
Design/methodology/approach
The sample consisted of 112 (32 TV, 80 radio) Australian broadcasts discussing the R U OK? Day suicide prevention campaign during the month preceding the 2015 campaign and on the national R U OK? Day itself. Broadcasts were coded for medium (TV or radio), content (suicide focus, mental illness focus or both) and consistency with Mindframe recommendations.
Findings
Over 97 per cent of broadcasts used language consistent with Mindframe recommendations. None of the broadcasts used images that negatively portrayed mental illness or suicide; there were no instances of using mental illness to describe a person’s behaviour; and no sensationalizing or glamorising terminology was used in the broadcasts. However, less than 40 per cent of the broadcasts included help-seeking information (e.g. helplines) and some of the broadcasts used negative or outdated terminology (e.g. “commit” suicide; “suffering” from mental illness).
Originality/value
The present study is the first to examine consistency with reporting recommendations around a national suicide prevention campaign (R U OK? Day). The results can steer improvements in current reporting and inform strategies to optimise future reporting.
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As people again consider what the future holds for higher education, this paper aims to provide a review of the futures documented for higher education. Authors including McNay;…
Abstract
Purpose
As people again consider what the future holds for higher education, this paper aims to provide a review of the futures documented for higher education. Authors including McNay; Schuller; Bourner et al.; Abeles; Avila and Ledger; Tynan and Lee; and Melville‐Ross, have scoped the future for higher education. This paper aims to consider the structure of these predictions and to explore the changes that have been proposed.
Design/methodology/approach
The analysis of literature in this paper refers to documents produced by: governments and their agencies; books; and academic articles. This categorisation is based on the framework used by Tight. Two additional constraints are placed on the literature to keep it focused and manageable. First, the literature is restricted to publications in the English language. Second, the literature is limited to material published in the last 20 years. The rationale for this restriction is that the majority of futures research is produced with a 20 year horizon.
Findings
Numerous ideas on the future of higher education have been proposed over the last 20 years. Authors have proposed ideas under a range of themes. Although no significant pattern emerges, repeatedly authors have proposed change in relation to: access, teaching, institutional design, funding, ICT/virtual delivery, the student experience and the needs of the economy/labour market.
Originality/value
The value of this article is to help create some order, providing an overview of previous writing on the future of higher education.
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Erik Cateriano-Arévalo, Ross Gordon, Jorge Javier Soria Gonzáles (Pene Beso), Richard Manuel Soria Gonzáles (Xawan Nita), Néstor Paiva Pinedo (Sanken Bea), Maria Amalia Pesantes and Lisa Schuster
In marketing and consumer research, the study of Indigenous ideas and rituals remains limited. The authors present an Indigenous-informed study of consumption rituals co-produced…
Abstract
Purpose
In marketing and consumer research, the study of Indigenous ideas and rituals remains limited. The authors present an Indigenous-informed study of consumption rituals co-produced with members of the Shipibo–Konibo Indigenous group of the Peruvian Amazon. Specifically, the authors worked with the Comando Matico, a group of Shipibos from Pucallpa, Peru. This study aims to investigate how Indigenous spiritual beliefs shape health-related consumption rituals by focusing on the experience of the Shipibos and their response to COVID-19.
Design/methodology/approach
Drawing upon the principles of Indigenous research, the authors co-produced this study with the Comando Matico. The authors collaboratively discussed the research project’s design, analysed and interpreted data and co-authored this study with members of the Comando Matico. This study uses discourse analyses. The corpus of discourse is speech and text produced by the Comando Matico in webinars and online interviews during the COVID-19 pandemic. The full and active participation of the Comando Matico informed the discourse analysis by ensuring Indigenous knowledge, and worldviews were infused throughout the process.
Findings
The authors foreground how Indigenous spiritual beliefs act as a force that imbues the knowledge and practice of health, wellbeing and illness, and this process shapes the performance of rituals. In Indigenous contexts, multiple spirits coexist with consumers, who adhere to specific rituals to respond to and relate to these spirits. Indigenous consumption rituals involve the participation of non-human beings (called rao, ibo, yoshin and chaikoni by the Shipibos) and this aspect challenges the traditional notion of rituals and ritual elements in marketing.
Originality/value
The authors demonstrate how Indigenous spiritual beliefs shape consumption rituals in the context of health and draw attention to how the acknowledgement of alternative ontologies and epistemologies can help address dominant hierarchies of knowledge in marketing theory.
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Ann-Marie Kennedy, Martin K.J. Waiguny and Maree Alice Lockie
This paper seeks to explore the functions of Christmas mythemes for children’s consumption culture development. In addition, the purpose of this study is to provide an insight on…
Abstract
Purpose
This paper seeks to explore the functions of Christmas mythemes for children’s consumption culture development. In addition, the purpose of this study is to provide an insight on the development of Central European Children into customers and how mythemes are associated with the wishing behaviour.
Design/methodology/approach
Levi-Strauss’ (1955) structural analysis was used to uncover the mythemes of the Christmas story for Austrian children. These mythemes then informed a thematic analysis of 283 Austrian children’s Christmas letters. Campbell’s (1970) functions of myths were used to reflect on the findings.
Findings
The Christmas mythemes uncovered were found to encourage materialism by linking self-enhancement (good acquirement) with self-transcendent (good behaviour) values. The role of myths to relieve the tension between the incongruent values of collective/other-oriented and materialistic values is expanded upon. Such sanctification of selfish good acquisition is aided by the mythemes related especially to the Christkind and baby Jesus. Instead, marketers should use Christmas mythemes which emphasise family and collective/other-centred values.
Originality/value
By first uncovering the “mythemes” related to Christmas, the authors contribute to the academic understanding of Christmas, going beyond origin or single myth understandings and acknowledging the multifaceted components of Christmas. The second contribution is in exploring mytheme’s representation in children’s Christmas letters and reflecting on their functions. This differs from previous literature because it looks at one of the main cultural vehicles for Christmas socialisation and its intersection with the mythemes that feed children’s consumption culture formation. Through the authors’ presentation of a conceptual framework that links mytheme functions with proximal processes using a socioecological viewpoint, the authors demonstrate the guidance of mythemes in children’s development. The third contribution is a reflection on the potential ethical implications for children’s formation of their consumer culture based on the functions of the mythemes. Furthermore, the authors add to the existing body of research by investigating a Central European context.
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P. David Pearson, Mary B. McVee and Lynn E. Shanahan
Purpose – The purpose of this chapter is to introduce the conceptual and historical genesis of the gradual release of responsibility (GRR) model (Pearson & Gallagher, 1983) which…
Abstract
Purpose – The purpose of this chapter is to introduce the conceptual and historical genesis of the gradual release of responsibility (GRR) model (Pearson & Gallagher, 1983) which has become one of the most commonly used instructional frameworks for research and professional development in the field of reading and literacy.
Design/Methodology/Approach – This chapter uses a narrative, historical approach to describe the emergence of the model in the work taking place in the late 1970s and early 1980s in reading research and educational theory, particularly at the Center for the Study of Reading at the University of Illinois, Champaign-Urbana as carried out by David Pearson, Meg Gallagher, and their colleagues.
Findings – The GRR Model began, in part, in response to the startling findings of Dolores Durkin’s (1978/1979) study of reading comprehension instruction in classrooms which found that little instruction was occurring even while students were completing numerous assignments and question-response activities. Pearson and Gallagher were among those researchers who took seriously the task of developing an instructional model and approach for comprehension strategy instruction that included explicit instruction. They recognized a need for teachers to be responsible for leading and scaffolding instruction, even as they supported learners in moving toward independent application of strategies and independence in reading. Based in the current research in the reading field and the rediscovery of the work of Vygotsky (1978) and the descriptions of scaffolding as coined by Wood, Bruner, and Ross (1976), Pearson and Gallagher developed the model of gradual release. Over time, the model has been adapted by many literacy scholars, applied to curriculum planning, used with teachers for professional development, reprinted numerous times, and with the advent of the Internet, proliferated even further as teachers and educators share their own versions of the model. This chapter introduces readers to the original model and multiple additional representations/iterations of the model that emerged over the past few decades. This chapter also attends to important nuances in the model and to some misconceptions of the instructional model.
Research Limitations/Implications – Despite the popularity of the original GRR model developed by Pearson and Gallagher and the many adaptations of the model by many collaborators and colleagues in literacy – and even beyond – there have been very few publications that have explored the historical and conceptual origins of the model and its staying power.
Practical Implications – This chapter will speak to researchers, teachers, and other educators who use the GRR model to help guide thinking about instruction in reading, writing, and other content areas with children, youth, pre-service teachers, and in-service teachers. This chapter provides a thoughtful discussion of multiple representations of the gradual release process and the nuances of the model in ways that will help to dispel misuse of the model while recognizing its long-standing and sound foundation on established socio-cognitive principles and instructional theories such as those espoused by Jerome Bruner, Lev Vygotsky, Anne Brown, and others.
Originality/Value of Paper – This chapter makes an original contribution to the field in explaining the historical development and theoretical origins of the GRR model by Pearson and Gallagher (1983) and in presenting multiple iterations of the model developed by Pearson and his colleagues in the field.
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Marylyn Carrigan and Ahmad Attalla
Marketing ethics and social responsibility are inherently controversial, and years of research continue to present conflicts and challenges for marketers on the value of a…
Abstract
Marketing ethics and social responsibility are inherently controversial, and years of research continue to present conflicts and challenges for marketers on the value of a socially responsible approach to marketing activities. This article examines whether or not consumers care about ethical behaviour, and investigates the effect of good and bad ethical conduct on consumer purchase behaviour. Through focus group discussions it becomes clear that although we are more sophisticated as consumers today, this does not necessarily translate into behaviour which favours ethical companies and punishes unethical firms. The article concludes by some thoughts on how marketers might encourage consumers to engage in positive purchase behaviour in favour of ethical marketing.
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Teresa Pereira Heath, Caroline Tynan and Christine Ennew
The purpose of this paper is to provide a contextualized view of participants’ accounts of self-gift consumer behaviour (SGCB) throughout the consumption cycle, from the…
Abstract
Purpose
The purpose of this paper is to provide a contextualized view of participants’ accounts of self-gift consumer behaviour (SGCB) throughout the consumption cycle, from the motivations to the emotions that follow.
Design/methodology/approach
This paper uses an interpretive approach, focused on participants’ constructions of meanings, using 99 critical incident technique interviews, which followed 16 in-depth interviews.
Findings
This paper identifies the following self-gift motivations: To Reward Myself (and Others); To celebrate; To remember or get closer; To forget or part; To feel loved or cheered up; and To enjoy life. It also uncovers a compensatory/therapeutic dimension in most self-gifts. The authors identify changes in emotional responses to SGCB over time, and suggest a relationship between these emotions and the contexts that drive self-gifts. Self-gifts are conceptualized as pleasure-oriented, symbolic and special consumption experiences, which are self-directed, or both self- and others-directed; perceived by the consumer to be justified by the contexts in which they occur; and driven and followed by context-dependent emotions.
Originality/value
This manuscript offers novel insights into participants’ uses of both SGCB and the act of labelling purchases “self-gifts”. It uncovers how consumers are concerned with accounting for indulgent spending and how this problematizes the concept of “self-gift”. It challenges the idea of a single context for SGCB, showing how interacting motivations explain it. It also introduces a temporal dimension to self-gift theory by considering emotional responses at different times. Finally, it offers a new conceptualization of and theoretical framework for SGCB.
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Older adults’ sexual health is becoming an increasingly important component of healthy aging in the wake of the HIV/AIDS epidemic and rising infection rates among this age cohort…
Abstract
Purpose
Older adults’ sexual health is becoming an increasingly important component of healthy aging in the wake of the HIV/AIDS epidemic and rising infection rates among this age cohort. The increase in HIV/AIDS diagnoses in the older adult population ignites the need to understand the reasons why older adults are omitted from HIV/AIDS prevention education policy.
Methodology/approach
This chapter examines the social forces that influence HIV/AIDS policy at the state and community levels. Through qualitative methodology and analysis, including interviews with state policymakers and managers of AIDS service organizations in four Midwestern states (n=31), I look for trends and patterns as to whether or not older adults are considered as an “at-risk” group for HIV infection.
Findings
Findings reveal that HIV/AIDS policy may be impacted by enduring sexual scripts about older adults. To some extent both state policymakers and AIDS service organization personnel adhere to stereotypes about older adults’ sexuality and sexual activity, which is then implemented in their health promotion activities. The result is that gaps exist in HIV/AIDS prevention education for older adults, despite the fact that current trends show an increase in new HIV infections and AIDS diagnoses among people over the age of 50.
Research limitations/implications
While this is an exploratory study of the available HIV/AIDS prevention education and health promotion activities for older adults, as well as the viewpoints of state policymakers and AIDS service organization personnel, the findings do indicate the need for additional research on the potentially dangerous sexual behaviors – lack of HIV testing, low condom usage, multiple partners – exhibited by older adults. Future research involving interviews with older adults, physicians, and medical personnel may add new perspectives to the current research.
Originality/value of chapter
As the baby boomers continue to age and challenge cultural stereotypes of sexual behaviors among older adults, research in the area of sexual health and HIV/AIDS prevention education will remain an important component of healthy aging. This research begins what will ultimately be a necessary conversation.
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Lynn E. Shanahan, Andrea L. Tochelli-Ward and Tyler W. Rinker
Purpose – The purpose of this chapter is to explain the importance of thinking flexibly about the gradual release of responsibility (GRR) during the implementation of an explicit…
Abstract
Purpose – The purpose of this chapter is to explain the importance of thinking flexibly about the gradual release of responsibility (GRR) during the implementation of an explicit strategy instruction model, Critical Elements of Strategy Instruction (CESI). When the GRR model is typically used to inform teachers’ pedagogical practices, each phase of the scaffolding in the gradual release is usually represented as being a straight line of progression from modeling to guided practice, and then to independence. Scaffolding is often viewed as being a more static progression needed by all students. The authors explore the ebb and flow of scaffolding necessary in the GRR model when teaching the CESI framework to elementary aged students who demonstrated different degrees of competence in applying reading strategies.
Design/Methodology – The findings presented are the result of a two-year longitudinal professional development study with nine in-service elementary school teachers (one male and eight female), with masters’ degrees who ranged in experience from six to 18 years. The teachers used the Pedagogy of Video Reflection (Shanahan et al., 2013) to reflect on their implementation of the CESI, which draws upon the GRR model.
Findings – The authors use examples from their two-year explicit strategy instruction research to illustrate how their experienced in-service teachers learned to think more flexibly about scaffolding in the GRR model. Teachers explored their misconceptions about explicit strategy instruction and the gradual release. Two major shifts in their thinking were the GRR model was not the static model they interpreted it to be and they also realized that they had to use a gradual release when teaching readers the conditional knowledge so readers could use strategies independently.
Research Limitations/Implications – A two-dimensional representation of a complex concept, like the GRR can result in a less nuanced understanding of a complex concept, even when many of these issues are previously discussed in research and practitioner publications.
Practical Implications – Classroom teachers are provided with a more complex understanding of GRR model, where they need to interpret student responses to know when to and not release learners.
Originality/Value of Chapter – This chapter captures in-service teachers’ perspectives of the GRR model as being flexible instead of static and also reveals how student responses can be used to gauge how to make adaptations to scaffolding.